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  • Response to Intervention (RtI) is a way for schools to support all students, including students who may show signs of being struggling learners. Response to Intervention allows students to have their instructional needs met at a level appropriate for their skills and abilities. The ultimate goal for all students in the Houston Independent School District is to be successful. The RtI approach helps campuses and their students work toward achieving that goal. For more information on RtI, click here.

    Child Find (34 CFR § 300.111 Child Find) refers to a federal law that requires that evaluations of children suspected of having a disability are not delayed or denied. If a student is suspected of having a disability, the student should be referred for evaluation for special education services. The evaluation process supersedes the RtI model for students that need evaluation. HISD has systems in place to locate, evaluate, and identify students with disabilities transitioning from Early Childhood Agencies (ECI) and those ages 3 to 21. If you suspect that your child has a disability, please contact your child's school or Evaluation Services. 

    To contact a member of the Houston Independent School District Child Find leadership team, click here.

     

Response to Intervention

  • Response to Intervention (RtI) is a multi-tier, educational strategy or framework designed for early identification and support of students with learning and/or behavior needs. At its core, it is a problem-solving model to address student needs. It is designed to identify students who may be at risk for substandard academic performance and to provide high-quality supplemental instruction and intervention targeting those instructional and behavioral needs.  It is:
    • systematic
    • explicit 
    • research-based  
    • focused on closing achievement gaps for all students
    • designed for early prevention of instructional difficulty
    The RtI process begins with high-quality instruction and universal screening of all children in the general education classroom. Data is not only used to identify struggling learners, but also to provide interventions at increasing levels of intensity to accelerate their rate of learning. These services may be facilitated by a variety of personnel, including general and special education teachers, interventionists, and specialists. Progress is closely monitored to assess both the learning rate and performance level of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RtI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by student outcome data. 
     
    Each level, or tier, provides increased intensity of instruction, such as differentiated, smaller groups, longer instructional time focused on specific areas of need (generally reading and math), and consistent progress monitoring.  This additional assistance is over and above what is provided during the regular classroom time.  It could include flexible, small group time with the teacher, a special computer program, tutorials, and other types of interventions. 
     
    All decisions are data-driven; RtI integrates assessment and intervention to maximize student achievement. Consistent and frequent progress monitoring is a core strategy in the RtI process.  Data is used to design the intervention, the length of intervention, and the best modality for the intervention.  It is a fluid process which allows students to move in and out as their needs change. 
     
    In Tier one, instruction is differentiated based on the needs of individual student learners.  This type of intervention may be a change in groupings, different instructional assignments, and/or computer-assisted learning programs.  The teacher monitors the progress and documents any changes usually on a regular basis.  The purpose is to quickly remediate the problem and assist the student in continuing with their instructional program without delay.  Many issues can be dealt with in this manner, as the student only needs a minimal amount of assistance to "catch up."  The idea is to catch any instructional issues early and fix them quickly.  This requires vigilance on the part of the teacher, consistent progress monitoring, and data analysis to drive next steps in instruction. Nationally, about 80% of general education students progress in their instructional pathways with only Tier One interventions.  
     
    Tier Two is a more intensive form of strategic intervention which is applied for students who are not responsive to the Tier One interventions.  This supplemental instruction is provided in addition to, not in place of, the instruction offered at Tier One.  Usually, this encompasses 5 - 15% of students.  It is:
    • instruction that focuses on needs or weaknesses identified through screenings or diagnostic assessments
    • typically flexible small groups
    • often taking place at an alternate time or place
    • supported by research
    • fluid based on need which can affect curriculum focus, duration, frequency, size of group, etc. . .
    • progress monitored, generally on a weekly basis 

    Tier Three, only 1 - 5% of students, differs in group size as this is much more individualized instruction, duration, frequency of progress monitoring, focus, and time of instruction.  It is designed for students that did not respond to Tier Two intervention or those who demonstrate significant needs that warrant intensive instruction or intervention.  Again, it is supplemental to Tier one instruction. 

    There are three basic types of assessment that occur within the RtI framework: 

    • Universal screening is a brief assessment of academic skills administered to all students to determine whether students demonstrate the skills necessary to achieve grade-level standards.  This type of data is a good benchmark for measuring the improvement of a group, class, or individual.  
    • Progress monitoring uses formative assessments to determine rate of progress, effectiveness of instruction, and need for additional assessment.  These typically are at the students' skill or instructional level.  These are usually given bi-weekly.
    • Diagnostic assessments usually provide greater detail about individual students' skills and instructional needs.

    Texas Education Agency (TEA)

    For additional information, click the link below.

  • RTI Module

     
    This module takes approximately two and one-half hours and is co-presented by campus staff and the Campus Evaluation Specialist.  This is a more in-depth training.
     
      train the trainer    
    Click here for the link to train the trainer presentation.
     
     
    You will need these materials for your school training.  Please download and print as necessary. 
     
    You will need all of these. 
     Rubric 

Contact Us

  • Houston Independent School District
     
    Interventions Office
    4400 West 18th Street
    Houston, TX 77092
    Telephone: 713-556-7003
    Fax: 713-556-7265 or 713-556-6814